交际教学法在初中教学中的运用

（2014）届本科生毕业设计（论文）题 目 How to Apply the Communicative Approach in Middle Schools English Teaching 如何在初中英语教学中运用交际教学法 专 业 师范英语 院 系 外国语学院 学 号 1004020415 姓 名 张丽君 指 导 教 师 吴树奇 （教授） 如何在初中英语教学中应用交际教学法【摘要】培养学生的交际能力是语言习得的最终目的，因此交际教学法在语言教学中占有举足轻重的地位。在交际教学法占重要地位的今天，传统的脱离语境的英语教学-灌输式教学已不能适应当今社会对人才需要的培养。因此，在初中阶段的英语教学应当遵循交际教学的原则，让学生在一定的语言环境里学习语言，并掌握其如何正确运用，为语言学习的交际用途做好铺垫。【关键词】：初中英语 交际教学法 交际能力How to Apply the Communicative Approach in Middle Schools English Teaching AbstractAs is known to all, to cultivate communicative competence is the ultimate goal of language learning, so the Communicative Approach plays an important role in English teaching. Nowadays, the Communicative Approach gives a priority to English teaching, the traditional teaching method-out of the context - English teaching already can not adapt itself to the need of the society in the talent cultivation. Therefore, at the middle school stage, English teaching should also follow the principle of Communicative Approach, which enables students to learn English in a certain understand the lexical meaning, master how to use the vocabulary to express correctly, prepare for the communication of the language.Key words: Middle Schools English Communicative Approach Communicative competence ContentsHow to Apply the Communicative Approach in Middle Schools English Teaching 1. Introduction.2. Whats the Communicative Approach?2.1 Basic theories.2.2 Teaching principles.2.3 Advantages.3. The Application of Communicative Approach in middle schools English Teaching 3.1 In morning-up processes. . 3.2 In while-class activities . 3.2.1 Information gap. 3.2.2 Survey 3.2.3 Discussion 3.2.4 Role-play 3.3 Outcomes and problems. 4. Reflections and prospects on the Communicative Approach 4.1 The reflections.4.2 The prospects 5. Conclusion.Bibliography.AcknowledgementHow to Apply the Communicative Approach in Middle Schools English Teaching 1. Introduction In the present information society, with the rapid development of the economic and trade, society needs the talent people who have the ability to communicate with others in English fluently, which has increased dramatically. However, at present, Basic English Education in our country is still in the exam-oriented education model, especially the English teaching in middle school, such as the vocabulary teaching, for the course of knowledge is stronger. Most teachers are still given priority to use the traditional teaching mode. During the teaching course to give middle school s students basic English knowledge, the course is given priority to with teacher speak, undertake to the student knowledge, neglect the student is the main part of the study, make most of students study in a passive state, which is a compulsory, oppressive study, easily lead the generation of study in weariness, meanwhile not conducive to the development of students language creativity and the cultivation of language communication ability.In order to make students in our country could study in a enjoyable environment and volunteer to study, then master the knowledge naturally, and be able to learn to use, the Communicative Teaching Approach plays an important role in English teaching with cultivating talent who has a stronger language comprehension and expression ability and the ability to communicate with others. So it is essential to apply the Communicative Teaching Approach in middle school English classroom. The purpose of foreign language teaching is to cultivate learners communicative competence, a mastery of the language communication skills, not only to understand the structure of the language, but also to know when, where and what kind of object to use the language appropriately. Therefore the Communicative Teaching Approach is very important in the new information society, which is one of the essential teaching methodologies in English teaching.This article put my hand to the theory of Communicative Teaching Approach、the advantages and disadvantages of the Communicative Teaching Approach and the specific example to demonstrate the importance of Communicative Teaching Approach in middle school English classroom , and as a case study of vocabulary, grammar teaching, according to the characteristics of the Communicative Teaching Approach and the teaching principles, discuss how to apply the Communicative Teaching Approach in middle school English classroom.2. The background of the present In 1960s, situational teaching method is the main foreign language teaching method, before the situational teaching method applied, which has many other teaching methods, such as traditional teaching method, direct method, the Audio-lingual Method and so on, these methods have a common characteristic : just to teach students to master the basic language knowledge. With the rapid development of the information society, the society has a strong need for person with the communication ability, so the situational teaching method in language teaching gradually become out of fashion, the British linguists decided to seek a more effective teaching to take its place.During the situational teaching method reform, linguists gradually realize the importance of communicative competence, recognize the language is used to communicate with others, not just simply grasp the language structure. At the same time, in 1970s, more than 10 countries in Western Europe organize the international organization- the EC, the connection between the European countries strengthen increasingly, communicate frequently, so that cultivating students foreign language communication ability is particularly important. In order to solve the series of language barriers, in 1971, the European commission of the cultural cooperation committee was held a meeting on how to improve foreign language level within the European commission in Switzerland. After that many members of the language linguists started studying language teaching methods, to explore the new teaching method to cultivate students foreign language communication ability. In 1972, the American linguist ( D.A. Wilkin), put forward the definition of language information communication and make a specific analysis on social significance, that is, a language learner needs the understanding of language and have the ability of expressing. In 1976, Wilkin published a book “concept sketch”, which had an important influence in communicative language teaching, the activities in class and also had a significant effect on the design of the textbooks. The establishment of the communicative approach is the result of people through further study on the language function, its establishment marked the beginning of language teaching from the basic language form and results to pay more attention to the language function.3. Whats the Communicative Approach3.1 Basic theoriesCommunicative competence belongs to the category of social linguistics, American social linguist, the founder of the theory of communicative functions D. H. H y m e s thought: The social communicative function of language is the most essential function of language. The communicative competence includes not only the basic language knowledge, but also should master the expression of language.The basic theory of communicative teaching method is mainly from three aspects: 1.The communicative competence theory of D. H. H y m e s. In 1972, he published an article named Discuss the theory of communicative competence, in the article he pointed out that: the language competence is just a part of communicative competence, the communicative competence is made up of four parts: (1) Is it possible about the form; (2) Is it possible about the performance; (3) Is it proper according to the above and following context; (4) Is it possible to achieve.(Hymes,1972;281) Actually the four parts include not only the basic language knowledge, grammar knowledge, but also include the feasibility and appropriate. Therefore, the communicative competence is having the basic language knowledge and the ability to use language in peoples real lives. 2 The communicative competence theory of Canal (1980, 1981) and Swain. In the early 1980 s, the communicative competence theory of Canal and Swain is built on the theory of H y m e s, and carried on the further research and innovation. They thought that communicative competence is also made up of four parts: grammar competence, social language competence, the understanding competence of passage and strategy competence. Practice has proved that their theory of communicative competence is a guide document for the communicative teaching method and standard document. 3 The communicative language competence theory of Bachman (1990). At the beginning of the 20th century, Bachmann put forward his own theory of the communicative language competence. He thought that the communicative language competence is made up of three parts: the abilities of language skills, strategies, and psychological mechanism. His theory of communicative language competence is not only enriched the expound of the communicative language competence, but also puts forward the strategy ability is an independent part of language ability (Brown,1994 ).3.2 Teaching principlesThe Communicative Teaching Method is not a single and fixed teaching modes, the core content is use the language to learn and learning to use language, rather than master the basic language knowledge structures, the ultimate goal is to cultivate students get enough language expression and communication skills. Although different people holds different understanding of the principles of communicative teaching method, but most people agree that in 1986, put forward by Richards and Rodgers(Richards&Dodgers,1986;2001): communication principle, task principle, and meaningfulness principle. Communication principle refers to the activities that involved real communicative promote learning. These teaching activities are to improve students language learning effect; Task principle refers to the activities in which language is used for carrying out meaningful tasks to promote learning. The students in language learning class must be done the meaningful task activities, then it can promote language learning; finally mentioned the meaningfulness principle, which refers to the language that is meaningful to learners. That is a meaningful activity for learners. Howatt (1984) proposes a weak and strong version of CLT. T he strong version of CLT claims that “Language is acquired through communication”. ( Howatt,1984:279 )In a word, communicative teaching method is an effective teaching method, not only can make students grasp language knowledge and learn how to use language in a natural state, and enrich their cultural knowledge on the great degree, all of these can help students more easy to use the language to communicate with others, so communicative teaching method should become one of the main teaching methods in English teaching.4. The comparison between the Communicative Teaching Approach and the traditional methods4.1The reflection of the traditional English TeachingChinese people begin learning English at an early age, English is also the first foreign language in China, but for a long time, English teaching in China is given priority to the traditional teaching way, teaching for examination as the main target, the students ability of listening, speaking, reading and writing did not get the comprehensive development, so English heat is a kind of blank heat in these years, although more and more people are learning English, most people just in order to pass the examination, to achieve barrier-free communication ability in English with others are few. The traditional English education violates the essence of English learning as a language communication tool. English has the longest history and the most hours of discipline in our country school education. In traditional English teaching class, students are afraid of asking questions and afraid of speaking, they are accustomed to the centralized teaching mode, teachers can not implement the heuristic and the active participatory teaching method, students have the difficulty to accept, this way cannot arouse students interest in English learning, and cannot train the students ability to communicate with others. If look at the traditional English teaching mode, which is not hard to find, there exist a series of disadvantages students between the guiding ideology and the method of English teaching, since we began to learn English, the teaching energy of teacher is mainly concentrated in the language structure learning and mastering, through analyzing the grammar specific and repeat, then make students understand the sentence. This way is to make language learning into isolated study and have no interest for students learning, students are also in a mechanical, passive learning environment, there is no learning sense in the process. In a word, in the traditional English teaching mode, there is no necessary communication between teachers and students, students and students. Which is also not fully mobilize the enthusiasm of English learning, so that students could not become the subject of learning, and cannot finish language learning well and master the language to communicate with others.4.2The necessity of the application of the CTANowadays, it is the time of economic globalization, the usage of English as an international communicative language has become increasingly common. As one of the most important information carriers, English has become the most widely use language around the world. And in many countries, English teaching is the very important part among the quality education, which forced English education to reform. Traditional English teaching gives priority to examination oriented education way, leading to most of the students become someone who has high score but low competence. From the situation of global talent needs, the exam-oriented education can not adapt to the society for talents with comprehensive ability of using language. And middle school period is the key stage for English learning, students in this stage, their age, thinking ability and psychological factors, all have the advantages to learn English. So during this period, people must pay more attention to English teaching methods, implement the quality education, innovate the education reform deeply, English teaching in middle school focus on training students ability to use the language, make the students basic language knowledge, language skills, emotional attitudes, learning strategies and cultural meaning are all-round develop, strive to foster the social needed talents.“Curriculum standards (2011 edition)” explicitly mentioned the foreign language courses for the first time The dualism concept : instrumental and humanism and qualitative concept .Said that: instrumental and humanism unified curriculum design is beneficial for students to lay a foundation for the lifelong development. This time will change the traditional English curriculum-pay too much attention to the interpretation of vocabulary and grammar knowledge analysis, ignore the cultivation of actual language using ability ; Curriculum reform emphasizes from the students interest in learning, the life experience and the existing cognitive level , advocates the teaching method with experience, practice, participation, cooperation and communication, develop students comprehensive ability of using language; Make language acquisition process becomes an active learning process, then lead to master and use language better.(1) The changes on the teaching material content.The Curriculum standard stressed that to cultivate comprehensive language using ability, which cause great change in the teaching material content. First, the textbook changed the learning form on language knowledge and language structure; the second is the writing of the textbook should reflect the spirit of quality education, strive to cultivate students comprehensive ability of using language.(2) The reformation on the teaching framework.Curriculum standard (experiment draft) on the concept of carrying the comprehensive language using capacity puts forward new requirements to the teaching material: it is a fundamental shift - transformation from language structure learning to language functional learning, which also shows the importance of communicative teaching method.(3) Optimization on the course overall goal.Course overall goal for the first time pointed out: by English learning make students form the preliminary comprehensive language using ability, then promote the development of the mind and provide comprehensive humanistic literacy. Below is the objective interpretation chart.5. Application of Communicative Teaching Approach in Vocabulary Classroom Teaching5.1 The application of the CTA at the beginning of the class Vocabulary learning is the core of the English learning (Lew, 1993). In communicat